An opportunity for assessors/specialist teachers to gain confidence in the more subtle and complex areas of diagnostic assessment, refresh their knowledge of statistical concepts in psychometric testing and enhance their skills in the analysis of data and interpretation of standard score profiles.

Course Detail

This event is
intended as a training opportunity for specialist teachers already conducting
full diagnostic assessments but who would like to gain further confidence in
more detailed analysis of standard score profiles and revisit advanced
statistical concepts in psychometric testing to ensure their practice meets
current best practice recommendations.
It will explore the notion of standard deviation, deficits and
discrepancies, and standard error of measurement and confidence intervals in
the context of learner profiles. It will
examine the importance of analysis and the interpretation of quantitative &
qualitative data, the impact on learning and how this information may be
presented in an effective and accessible format in the diagnostic report. Experienced
assessors will guide professionals through careful standardised test use and
data analysis so practitioners can have improved confidence in their assessment
practice and their diagnostic conclusions. Delegates will work with colleagues to
apply these strategies to case study data.

If possible, delegates are asked to bring a copy of a manual for the Wide Range Intelligence Test (WRIT) and Comprehensive Test of Phonological Processing 2nd Edition (CTOPP2)

Learning Outcomes

• Refreshed their knowledge on the selection and use of reliable and valid standardised tests to meet the needs of diagnostic assessment of learners

• Reviewed the principles of statistical concepts in psychometric testing including calculating confidence intervals from standard error of measurement

• Greater understanding of criteria and range of methods by which weaknesses and discrepancies may be determined in psychometric testing based on standard score profiles

• Explored a range of learner profiles to enhance their skills in the interpretation of standard score profiles which combined with qualitative information leads to confident analysis and interpretation

• Reviewed how in a diagnostic report discussions on test outcomes should focus on impact on learning and how these should lead to making appropriate individualised recommendations

• Considered how to present data and discussions in an effective and accessible style